Students are the real masters of what they learn, the teachers are merely vessels for the students to activate. Many students, however, just want to get by, they will do the bare minimum in order to satisfy the requirements we as teachers put in front of them. The problem is that these students are not invested in their learning, they do not find most of the material interesting, so they play the "game of school". They have a one track mind that not only prevents them from expanding their minds but also limits their creativity. I personally did this frequently in school I floated along doing the assignments without putting much effort into any of them. I remember finding most topics in school boring and not worth my time (unless it was science, then I worked twice as hard). In order to improve schools, teachers must push these students to try their best. This cannot be done through constant nagging however, we must hook these students into learning. through the use of interactive lessons, videos, technology, etc, we can influence these students to want to learn. As the system is now teacher lack the time, resources and freedom in their lessons to incorporate this excitement in their classes due to strict guidelines that must be followed to fit into the state testing requirements.
It will take some work for me but I plan to break the monotony of school and really get my students involved, luckily I will be teaching science, a class that is just begging to be hands on. I feel that the only way to engage students is to create an environment that supports curiosity and is able to fulfill this thirst for answers. I want to be able to incorporate technology in the form of complex lab equipment, computer software, and other things that will allow students to really get into the thick of what they are learning. A very useful source is YouTube, the students are familiar with it and it can be accessed in an instant. On it I can find three dimensional videos that show how cells work, how the earth was formed, the process of evolution, etc. These are nice examples of materials that might engage students. What will you do to provide an authentic challenge?
In my classes I have not really seen much in the ways of breaking the "game of school". I can see that most of the kids do not care and while my cooperating teacher attempts to make it interesting he often does not grasp their full attention. I see students staring off into space, doodling, and completing assignments without much thought. My cooperating teacher constantly wishes he could do more exploratory learning, he wants to inspire students but often he is restricted by time constraints and subject matter constraints. I believe that the problem does not lie in the student but rather in the classroom itself. We need more freedom in classes and less strictness within what needs to be taught. What are the sources of these constraints? In The Passionate Teacher, Ron Fried describes the Game of School (GOS) as what happens when teachers and students forsake intellectual work and instead engage in their classes as rituals. Take this opportunity to consider this chapter in light of some of the the other experiences that you've had this semester to answer at least three of the following questions:
What elements of the game of school are you seeing in your placements?
How have you seen teachers fight the game of school in their classes?
What features can you plan into your units that might discourage the GOS?
Finally, what impact will this description of the GOS have on your own approach to teaching as expressed in your teaching philosophy?
Observe As a believer in the Game of Life, the Game of School was easy for me to comprehend, understand and see. There are several elements that I see everyday, as a student and as a prospective teacher. The game is fun, sure, but it's also a game. And it's only fun if you can win. It seems, and I personally feel this way as well, that doing what you need to to get by, is arguably the most common trait across a student body, as well as the global population. So, can you really blame students for thinking it's okay to do only what they need to in order to get by, if it is what most of modern society is modeling for them everyday? I run into a real personal conflict with that question and then begin to reflect on myself. Do I only do the bare minimum to get by, or is it all I am capable of at this moment in time? How often do I make excuses for myself?
And then I begin to wonder how to handle this aspect of the GOS in the classroom? Some teachers do what they can to fight the game, while it seems others simply ignore its existence. I have seen some teachers do nothing but enable the game of school. If teachers give students no context, and no real reason to care, why should they? Why would they? And how could they? If students are given an opportunity to connect, engage and learn, they are more likely to take on to the subject, maybe care, and maybe try a little harder then they normally would. To do this, teachers need to provide ample opportunities for their students, promote exploration and encourage find a space outside of the box. Though this may create more work for the teacher, it's most important and has the students best interest at hand.
My teaching philosophy does what it can to discourage the GOS, however, I can't assume or predict that I will have students not play the game. I think the most important thing I can do as a teacher is not play the Game of Life, and do my best to model against that societal norm. If students can observe someone going above and beyond what is expected, then they may be inspired to do so as well. Understanding and knowing the GOS/GOL, will better prepare me for what it will look like in my classroom and can also mold my teaching philosophy. Observation / Reflection #5: The Game of School In The Passionate Teacher, Ron Fried describes the Game of School (GOS) as what happens when teachers and students forsake intellectual work and instead engage in their classes as rituals. Take this opportunity to consider this chapter in light of some of the other experiences that you've had this semester. What elements of the game of school are you seeing in your placements? How have you seen teachers fight the game of school in their classes? What similarities, if any, did you see between the descriptions of American classes in the Teaching Gap and the Game of School? Finally, what impact will this description of the GOS have on your own approach to teaching as expressed in your teaching philosophy?
I have seen the Game of School played in every classroom I have ever been in. I have seen it in all of my placements, and in all of own my classes. While some classes are better than others, I find most of my own classes to be a battle to just to finish an absurd amount of work from which I learn nothing. I do assignments that I cannot find a shred of value in as far as real life application is concerned. Teachers often do little to even attempt to connect an assignment into something with real meaning. I am filled with theory and empty, disconnected content. I finish my class, I receive my grade, and I move along to the next semester. Even the classes and teachers that I have found inspiring over the years can seem boring and like a waste of time to others. The Game of School is being played in every class, every day.
In my placements this semester, the GOS is most evident in Middletown, where the teacher is also fully engaged in the game. She means well, and is certainly not a bad teacher. However it is clear she feels defeated by the restraints and requirements put upon her by the school itself. This creates a game within the Game. She can’t count homework for credit, so the students don’t do it. She tries to bribe them to do their homework by getting to use it on the quizzed. They still don’t do it. Since the administration won’t allow her to make homework count for anything, there is little she can do to force them to do it. If they fail, they take a course over the summer and get pushed through the system anyway. She does what she can, and I often hear “if the students don’t do their part, there’s only so much I can do.”
In Barringtion, my CT seems to be winning the game. His students are engaged and participate enthusiastically. They don’t object to critical thinking and love to debate about different topics. Almost all of them do their homework and my CT is very good at communicating the purpose of each assignment. But I have to wonder, are they just playing the game for the grade? It is very hard to tell in a system that seems to be working. Barrington is an affluent community with very involved parents that expect their students to succeed. This has to play a part in the GOS. I think the rules change depending on the location. The game played at one school can be very different at another.
There is nothing in my teaching philosophy that can stop the Game of School. Being fun and giving students options can be great ways to encourage students to engage. However, I am not foolish enough to think that I will ever get everyone on board with my mission. The game will be played no matter what I do. My hope is just to reduce it as much as possible by trying to make assignments relevant and interesting, and communicating the purpose of each lesson. There are so many times I go to a class and I leave thinking, “Why did we even bother doing that? What was the point?”. I think the why is important. If I can’t connect the importance of an activity or a lesson in the context of what I’m supposed to be learning, I won’t want to do it either. It just becomes another exercise in busywork. Another part of the game. In The Passionate Teacher, Ron Fried describes the Game of School (GOS) as what happens when teachers and students forsake intellectual work and instead engage in their classes as rituals. Take this opportunity to consider this chapter in light of some of the the other experiences that you've had this semester to answer at least three of the following questions:
What elements of the game of school are you seeing in your placements?
How have you seen teachers fight the game of school in their classes?
What features can you plan into your units that might discourage the GOS?
Finally, what impact will this description of the GOS have on your own approach to teaching as expressed in your teaching philosophy?
I can honestly say that I have not seen many of the elements of the "game of school" in my placements. At NHS I usually see the Accelerated Biology classes when I go visit. Since this class is considered a "privilege" to be in, the students tend to be more motivated and focused during the class. They do not pull any stunts when it comes to doing homework. Every time I have visited all the students except for one have had their homework done and completed on time. At DMS the classes are larger and the students are younger which. A few of them seem to follow the trends of playing the game of school but Mrs. Lydon does a good job of varying the class content, assignments and homework to keep the students engaged. Most of the younger and newer teachers that I have met (including my cooperating teachers) seem to really put the extra effort into their jobs and it greatly shows in the students' attitude during classes. Excellent!
However, I have just recently worked with a student who definitely plays the game of school. My cousin is in the 10th grade at one of the Warwick high schools. She and her friends in their biology class have been completely sucked into playing the game of school and I can honestly say it is the teacher's fault. The biology teacher's classroom creativity with assignments extends to: sloppy written notes on the board, copying vocabulary from the textbook and doing it for homework, maybe doing a lab once in a while, and only giving vocabulary quizzes for assessments. I went to my cousin's house to tutor her and her friend the night before a biology test. After looking at her notes from class, her homework assignments, and all her quizzes, I realized that the teacher does absolutely nothing in the classroom to connect the science vocabulary to a big picture. These girls had a test the next day on photosynthesis and they had no idea what it even was since all they were required to do was remember buzz words for quizzes and copy definitions for homework. It was ridiculous. I managed to give them a crash course in photosynthesis in one night. They told me that they understood more from what I taught them in 2 hours than they had in 2 weeks of being in the classroom. Now that is a problem. So in this situation I can definitely say that based on the teacher's total lack of being an effective science teacher, my cousin and her friend were becoming experts at the game of school. Interesting to see it from the student's perspective.
I have seen both my teachers fight the game of school in my classroom in what I consider to be some very obvious ways. They both simply make an attempt to vary the classes from day to day and week to week. The students do not have the opportunity to get bored and they don't have the chance to figure out an effective scheme to avoid doing their homework (like the kids in the after school YMCA program). Both cooperating teachers structure their classes to have at least 2 transition periods to keep students occupied and learning at all times. They also give varying homework assignments as well. So basically the features that I can build into my unit plan to discourage GOS would be making sure that all my lessons and homework assignments have variety. I agree with you about the importance of variety. It is also important have have plenty of (meaningful) work for your students.
This passage about the GOS simply reminded me that if you as a teacher do not show enthusiasm in the classroom for your content area, the students will not show enthusiasm for that subject either. If you go above and beyond as a teacher, then hopefully you will get an above and beyond response from the students. One of my major points in my teaching philosophy is promoting teamwork through active group work in the classroom. I truly believe that this tactic will work at preventing the GOS mentality from settling with the students. Nicely put.
In The Passionate Teacher, Ron Fried describes the Game of School (GOS) as what happens when teachers and students forsake intellectual work and instead engage in their classes as rituals. Take this opportunity to consider this chapter in light of some of the the other experiences that you've had this semester to answer at
least three of the following questions:
What elements of the game of school are you seeing in your placements?
How have you seen teachers fight the game of school in their classes?
What features can you plan into your units that might discourage the GOS?
Finally, what impact will this description of the GOS have on your own approach to teaching as expressed in your teaching philosophy?
I have seen many of the aspects that were outlined in GOS in my educational career. I have seen some more than others. I have personally experienced these elements, as well as played the game myself. I feel that one major connection in the reading that can really be applied is that many just do what they need to in order to get by. One can see no real connection with the work or topics that are covered and their importance to everyday life. I have seen this element the most in my placements. Most students do understand why they need to know the science material being taught. There are those handful of kids that do not care about being in school are a distraction to others as well not completing their assigned work. I then see those students who do not care about what is going on in the classroom but they do what they need to do to move on. They will be there in class, complete the assigned work with minimal effort learn the information until it is tested then continue on until they are done with the class.
I have seen the teacher fight the game as much as they can in the classroom. I think that they are definitely trying their best to not get caught up in the game but sometimes they have not choice. The teachers have to teach to the textbook and tests. They have to do that in order to show the students abilities. I have seen them try and fight the game within their lessons, bringing in many aspects from the outside world to make connections to the material with the students. I think this effort and fight in the classroom really is working with both the students and teachers. IN my unit plan I hope that doing this same thing and incorporating the real world into the unit will help fight and discourage the GOS. I want students to be interested in the topics and ask and think about them rather than just going through the motions of obtaining enough information to get through the unit and forget it all.
Developing an interest in a topic instead of "obtaining enough information." ... How did you support this in your unit plan?
I think that reading the GOS gave me a little more insight on what I really want my teaching philosophy final message to be. I have always said that my students don't have to love what I am teaching but should at least put an effort and try in what I am teaching. I think that is giving right into the game of school which I do not want at all. Yes, not all students need to love what I am teaching but I want them to understand the importance of it and to know why they must learn it and put effort into everything they do, and not just get by.
Nice reflection. I would say not to sell yourself short. Why shouldn't all your students love your subject. Will they? Maybe not, but convincing them that they should love your topic is a worth obsession. Lynn is an excellent model for this, so be sure to pick her brain! In The Passionate Teacher, Ron Fried describes the Game of School (GOS) as what happens when teachers and students forsake intellectual work and instead engage in their classes as rituals. Take this opportunity to consider this chapter in light of some of the the other experiences that you've had this semester. What elements of the game of school are you seeing in your placements? How have you seen teachers fight the game of school in their classes? What similarities, if any, did you see between the descriptions of American classes in the Teaching Gap and the Game of School? Finally, what impact will this description of the GOS have on your own approach to teaching as expressed in your teaching philosophy?
I agree with the Game of School in the sense that as a student in High School I did try and take the easy way out in the things I was less interested in just to get the grade. But there comes a time in a students career when he or she really starts to enjoy a subject and will put in the effort to complete the assignments not just for a grade, but to learn. And as a teacher it is my job to make assignments that students what to do, and the learning will come whether the student notices it or not. I have seen the game of school played in my placement from teachers not feeling like teaching and showing a movie, or teachers looking the other way when something happens. Although in my last visit I heard teachers talking at the lunch table. And they love to talk and gossip, but I try and weed through all the garbage talk, and pick out the important things. For instance my CT was talking about how this teacher in the English or History department who was getting rewarded for being a boring robotic teacher to the books never deviating (a All-star in the Game of School). But my teacher said why cant they reward teachers like me who are not robotic, but try and do things to make students want to learn. Why cant they notice me for students showing up into my classroom and really enjoy being there. My CT fights the game of schools every day by finding things that interest her students. We did a friction lesson in physics, and it was the intro to the topic. She showed a 20 min myth busters video about how it is impossible to pull two interleaved phone books apart. The students enjoyed the video, and she proceeded to move into a small section of notes and the day was over. I was a good way of keeping students engaged and working.
Good point. It often takes extra work and planning to bring those experiences into the classroom.
I understand that I will play the Game of School throughout my career but it is almost impossible not to. But I want to make sure that I dont become an All-star, because students are very much a mimic of the teacher. If I can show students that I am fully engaged in the school, and they understand that I dont cut corners then hopefully they wont cut corners either. This is from my philosophy, I believe that if I am a good example then students will notice and fallow suit. In order to say away from the Game of School I must be diligent in producing lesson plans that not only give good information,but also foster hard work. Hard work doesnt have to be difficult it has to keep the students working, and it is best if students dont even notice they are doing it. Giving labs and activities that get them hands on in Chemistry is an example of this. In a lab situation they are strengthening their ability to think critically, and also keeps them going because it simulates students being actual scientists
I look forward to seeing some of the activities that you think will lead to learning without conscious effort. In The Passionate Teacher, Ron Fried describes the Game of School (GOS) as what happens when teachers and students forsake intellectual work and instead engage in their classes as rituals. Take this opportunity to consider this chapter in light of some of the the other experiences that you've had this semester to answer at least three of the following questions:
What elements of the game of school are you seeing in your placements?
Often times in my placement you hear teachers talking in either the lunch room or privately to myself about how the NECAP testing and highstakes testing are rushing them through their curriculum. There is a lot of information that must be conveyed to students and in a timely manner so that students can do well on these exams. With so little time to concentrate on these topics individually, some teachers rush through the material whether students have fully absorbed the information or not. This also occurs with the students, I would say at even a higher rate than teachers. Students are aware that they have to get through certain courses in order to graduate and move on to college or another path. Its something that needs to be gotten through one way or another. This not only occurs on the high school level but just as often it seems on the college level. people want to graduate in order to make money and begin their lives. Many people see school as an obstacle or hurdle in their life that they must jump to continue. I think that the culture of school needs to change before any progress can be made. Its one thing to have a very inspiring teacher, but to actually have the students buy into that regimen is another creature.
The metaphor of education as a hurdle is an interesting one.
How have you seen teachers fight the game of school in their classes?
I have seen teachers fight the game of school in classes by engaging with other teachers about how to better their school, and how to convey a certain unit in a way that get students interested. Its a very tough thing to change the status quo. And to be honest Im having trouble finding ways that teachers are fighting this game. It can be very difficult to get students to care about actually learning the anatomy of a squid instead of just memorizing it for the quiz later in the week. However, while dissecting a squid students are definitely engaged and not just doing the bare minimum to get by, granted these are motivated kids, but I don't think it can be understated that giving students a hands on approach to learning makes them that much more actively engaged in the topic, whatever that may be.
What features can you plan into your units that might discourage the GOS?
Awkward silence?
Finally, what impact will this description of the GOS have on your own approach to teaching as expressed in your teaching philosophy?
I think this has really opened my eyes to the reality of the situation. I never really looked at school as a game and now that it is laid out before my I can clearly see that that is exactly what it is. Students look to get by with the least amount of effort given, and to some respects I believe that is how a lot of teachers feel as well. I am going to really work hard to change how this is currently in the field. I realize that I not only want my students to be engaged in the subject and for me to be engaging but, I also want to be actively engaged in the subject matter. If I am not 100% on board with the matter, It is that much harder to care about not playing the GOS.
Glad you've figured something out. Now how do you use your new-found perspective to redefine the "game" you will play with your students to reflect the best about school and learning? In The Passionate Teacher, Ron Fried describes the Game of School (GOS) as what happens when teachers and students forsake intellectual work and instead engage in their classes as rituals. Take this opportunity to consider this chapter in light of some of the the other experiences that you've had this semester to answer at least three of the following questions:
What elements of the game of school are you seeing in your placements?
How have you seen teachers fight the game of school in their classes?
What features can you plan into your units that might discourage the GOS?
Finally, what impact will this description of the GOS have on your own approach to teaching as expressed in your teaching philosophy?
I see the Game of School playing out almost every day. Students are constantly trying to find the easiest way to get the required grade while putting in minimal effort. They don't put much intrinsic emphasis on the learning itself. One particular anecdote from my placement that comes to mind is when I was trying to help students do an outdoor ecology lab. In one group I was making suggestions to get more accurate and thorough results from their transect square, and one girl said incredulously, "Mr. White's picking on us!" Mr. Bruneau's retort (which made me feel pretty good!) was: "He's trying to get you to do your work and learn something!" Nice
The best way to fight the GOS in classes is to make your material interesting. Teach it in ways that keep them engaged. One of the most important things, I think, is to make the material interesting for YOU, the teacher. It's hard to convey excitement about something day after day if you aren't truly excited! And students are very perceptive; they'll know if you aren't engaged in the material either. the best way to engage students is to be engaged yourself. Good point.
Units should not just be chalk-and-talk. Although some note-taking is important in the higher grades as a baseline for learning content and developing skills that students going to college will need, the part that is going to make it all alive and relevant will be what happens when students are NOT taking notes. Excellent visuals, objects that show the content in action, group work that gets students up and outside their comfort zones, activities that blow students minds... these things will be the stuff of a great unit. If these types of things are incorporated, school won't be a game. Students will learn because they can't help but want to. Personally, I think you should abandon the idea that Ss must take notes to prepare for college because the two learning environments are entirely different. Students learn by having experiences, connecting those experiences to concepts (often through interactive discussions with classmates and teachers), and then applying those concepts in an authentic, creative way.
The most important thing I'm taking away from the GOS discussion is the need for a teacher to be engaged in what their teaching - to find it intrinsically exciting themselves. The GOS isn't just a game students play - it's a game teachers can find themselves playing too if they're not careful. The experience should be just as worthwhile to the teacher as it is to the student if not more so. Finding ways to keep yourself engaged are first priority. If this is done right, the excitement you feel should be infectious enough to pass to most of your students.
Students are the real masters of what they learn, the teachers are merely vessels for the students to activate. Many students, however, just want to get by, they will do the bare minimum in order to satisfy the requirements we as teachers put in front of them. The problem is that these students are not invested in their learning, they do not find most of the material interesting, so they play the "game of school". They have a one track mind that not only prevents them from expanding their minds but also limits their creativity. I personally did this frequently in school I floated along doing the assignments without putting much effort into any of them. I remember finding most topics in school boring and not worth my time (unless it was science, then I worked twice as hard). In order to improve schools, teachers must push these students to try their best. This cannot be done through constant nagging however, we must hook these students into learning. through the use of interactive lessons, videos, technology, etc, we can influence these students to want to learn. As the system is now teacher lack the time, resources and freedom in their lessons to incorporate this excitement in their classes due to strict guidelines that must be followed to fit into the state testing requirements.
It will take some work for me but I plan to break the monotony of school and really get my students involved, luckily I will be teaching science, a class that is just begging to be hands on. I feel that the only way to engage students is to create an environment that supports curiosity and is able to fulfill this thirst for answers. I want to be able to incorporate technology in the form of complex lab equipment, computer software, and other things that will allow students to really get into the thick of what they are learning. A very useful source is YouTube, the students are familiar with it and it can be accessed in an instant. On it I can find three dimensional videos that show how cells work, how the earth was formed, the process of evolution, etc. These are nice examples of materials that might engage students. What will you do to provide an authentic challenge?
In my classes I have not really seen much in the ways of breaking the "game of school". I can see that most of the kids do not care and while my cooperating teacher attempts to make it interesting he often does not grasp their full attention. I see students staring off into space, doodling, and completing assignments without much thought. My cooperating teacher constantly wishes he could do more exploratory learning, he wants to inspire students but often he is restricted by time constraints and subject matter constraints. I believe that the problem does not lie in the student but rather in the classroom itself. We need more freedom in classes and less strictness within what needs to be taught. What are the sources of these constraints?
In The Passionate Teacher, Ron Fried describes the Game of School (GOS) as what happens when teachers and students forsake intellectual work and instead engage in their classes as rituals. Take this opportunity to consider this chapter in light of some of the the other experiences that you've had this semester to answer at
least three of the following questions:
Observe
As a believer in the Game of Life, the Game of School was easy for me to comprehend, understand and see. There are several elements that I see everyday, as a student and as a prospective teacher. The game is fun, sure, but it's also a game. And it's only fun if you can win. It seems, and I personally feel this way as well, that doing what you need to to get by, is arguably the most common trait across a student body, as well as the global population. So, can you really blame students for thinking it's okay to do only what they need to in order to get by, if it is what most of modern society is modeling for them everyday? I run into a real personal conflict with that question and then begin to reflect on myself. Do I only do the bare minimum to get by, or is it all I am capable of at this moment in time? How often do I make excuses for myself?
And then I begin to wonder how to handle this aspect of the GOS in the classroom? Some teachers do what they can to fight the game, while it seems others simply ignore its existence. I have seen some teachers do nothing but enable the game of school. If teachers give students no context, and no real reason to care, why should they? Why would they? And how could they? If students are given an opportunity to connect, engage and learn, they are more likely to take on to the subject, maybe care, and maybe try a little harder then they normally would. To do this, teachers need to provide ample opportunities for their students, promote exploration and encourage find a space outside of the box. Though this may create more work for the teacher, it's most important and has the students best interest at hand.
My teaching philosophy does what it can to discourage the GOS, however, I can't assume or predict that I will have students not play the game. I think the most important thing I can do as a teacher is not play the Game of Life, and do my best to model against that societal norm. If students can observe someone going above and beyond what is expected, then they may be inspired to do so as well. Understanding and knowing the GOS/GOL, will better prepare me for what it will look like in my classroom and can also mold my teaching philosophy.
Observation / Reflection #5: The Game of School
In The Passionate Teacher, Ron Fried describes the Game of School (GOS) as what happens when teachers and students forsake intellectual work and instead engage in their classes as rituals. Take this opportunity to consider this chapter in light of some of the other experiences that you've had this semester. What elements of the game of school are you seeing in your placements? How have you seen teachers fight the game of school in their classes? What similarities, if any, did you see between the descriptions of American classes in the Teaching Gap and the Game of School? Finally, what impact will this description of the GOS have on your own approach to teaching as expressed in your teaching philosophy?
I have seen the Game of School played in every classroom I have ever been in. I have seen it in all of my placements, and in all of own my classes. While some classes are better than others, I find most of my own classes to be a battle to just to finish an absurd amount of work from which I learn nothing. I do assignments that I cannot find a shred of value in as far as real life application is concerned. Teachers often do little to even attempt to connect an assignment into something with real meaning. I am filled with theory and empty, disconnected content. I finish my class, I receive my grade, and I move along to the next semester. Even the classes and teachers that I have found inspiring over the years can seem boring and like a waste of time to others. The Game of School is being played in every class, every day.
In my placements this semester, the GOS is most evident in Middletown, where the teacher is also fully engaged in the game. She means well, and is certainly not a bad teacher. However it is clear she feels defeated by the restraints and requirements put upon her by the school itself. This creates a game within the Game. She can’t count homework for credit, so the students don’t do it. She tries to bribe them to do their homework by getting to use it on the quizzed. They still don’t do it. Since the administration won’t allow her to make homework count for anything, there is little she can do to force them to do it. If they fail, they take a course over the summer and get pushed through the system anyway. She does what she can, and I often hear “if the students don’t do their part, there’s only so much I can do.”
In Barringtion, my CT seems to be winning the game. His students are engaged and participate enthusiastically. They don’t object to critical thinking and love to debate about different topics. Almost all of them do their homework and my CT is very good at communicating the purpose of each assignment. But I have to wonder, are they just playing the game for the grade? It is very hard to tell in a system that seems to be working. Barrington is an affluent community with very involved parents that expect their students to succeed. This has to play a part in the GOS. I think the rules change depending on the location. The game played at one school can be very different at another.
There is nothing in my teaching philosophy that can stop the Game of School. Being fun and giving students options can be great ways to encourage students to engage. However, I am not foolish enough to think that I will ever get everyone on board with my mission. The game will be played no matter what I do. My hope is just to reduce it as much as possible by trying to make assignments relevant and interesting, and communicating the purpose of each lesson. There are so many times I go to a class and I leave thinking, “Why did we even bother doing that? What was the point?”. I think the why is important. If I can’t connect the importance of an activity or a lesson in the context of what I’m supposed to be learning, I won’t want to do it either. It just becomes another exercise in busywork. Another part of the game.
In The Passionate Teacher, Ron Fried describes the Game of School (GOS) as what happens when teachers and students forsake intellectual work and instead engage in their classes as rituals. Take this opportunity to consider this chapter in light of some of the the other experiences that you've had this semester to answer at
least three of the following questions:
I can honestly say that I have not seen many of the elements of the "game of school" in my placements. At NHS I usually see the Accelerated Biology classes when I go visit. Since this class is considered a "privilege" to be in, the students tend to be more motivated and focused during the class. They do not pull any stunts when it comes to doing homework. Every time I have visited all the students except for one have had their homework done and completed on time. At DMS the classes are larger and the students are younger which. A few of them seem to follow the trends of playing the game of school but Mrs. Lydon does a good job of varying the class content, assignments and homework to keep the students engaged. Most of the younger and newer teachers that I have met (including my cooperating teachers) seem to really put the extra effort into their jobs and it greatly shows in the students' attitude during classes. Excellent!
However, I have just recently worked with a student who definitely plays the game of school. My cousin is in the 10th grade at one of the Warwick high schools. She and her friends in their biology class have been completely sucked into playing the game of school and I can honestly say it is the teacher's fault. The biology teacher's classroom creativity with assignments extends to: sloppy written notes on the board, copying vocabulary from the textbook and doing it for homework, maybe doing a lab once in a while, and only giving vocabulary quizzes for assessments. I went to my cousin's house to tutor her and her friend the night before a biology test. After looking at her notes from class, her homework assignments, and all her quizzes, I realized that the teacher does absolutely nothing in the classroom to connect the science vocabulary to a big picture. These girls had a test the next day on photosynthesis and they had no idea what it even was since all they were required to do was remember buzz words for quizzes and copy definitions for homework. It was ridiculous. I managed to give them a crash course in photosynthesis in one night. They told me that they understood more from what I taught them in 2 hours than they had in 2 weeks of being in the classroom. Now that is a problem. So in this situation I can definitely say that based on the teacher's total lack of being an effective science teacher, my cousin and her friend were becoming experts at the game of school. Interesting to see it from the student's perspective.
I have seen both my teachers fight the game of school in my classroom in what I consider to be some very obvious ways. They both simply make an attempt to vary the classes from day to day and week to week. The students do not have the opportunity to get bored and they don't have the chance to figure out an effective scheme to avoid doing their homework (like the kids in the after school YMCA program). Both cooperating teachers structure their classes to have at least 2 transition periods to keep students occupied and learning at all times. They also give varying homework assignments as well. So basically the features that I can build into my unit plan to discourage GOS would be making sure that all my lessons and homework assignments have variety. I agree with you about the importance of variety. It is also important have have plenty of (meaningful) work for your students.
This passage about the GOS simply reminded me that if you as a teacher do not show enthusiasm in the classroom for your content area, the students will not show enthusiasm for that subject either. If you go above and beyond as a teacher, then hopefully you will get an above and beyond response from the students. One of my major points in my teaching philosophy is promoting teamwork through active group work in the classroom. I truly believe that this tactic will work at preventing the GOS mentality from settling with the students. Nicely put.
In The Passionate Teacher, Ron Fried describes the Game of School (GOS) as what happens when teachers and students forsake intellectual work and instead engage in their classes as rituals. Take this opportunity to consider this chapter in light of some of the the other experiences that you've had this semester to answer at
least three of the following questions:
I have seen many of the aspects that were outlined in GOS in my educational career. I have seen some more than others. I have personally experienced these elements, as well as played the game myself. I feel that one major connection in the reading that can really be applied is that many just do what they need to in order to get by. One can see no real connection with the work or topics that are covered and their importance to everyday life. I have seen this element the most in my placements. Most students do understand why they need to know the science material being taught. There are those handful of kids that do not care about being in school are a distraction to others as well not completing their assigned work. I then see those students who do not care about what is going on in the classroom but they do what they need to do to move on. They will be there in class, complete the assigned work with minimal effort learn the information until it is tested then continue on until they are done with the class.
I have seen the teacher fight the game as much as they can in the classroom. I think that they are definitely trying their best to not get caught up in the game but sometimes they have not choice. The teachers have to teach to the textbook and tests. They have to do that in order to show the students abilities. I have seen them try and fight the game within their lessons, bringing in many aspects from the outside world to make connections to the material with the students. I think this effort and fight in the classroom really is working with both the students and teachers. IN my unit plan I hope that doing this same thing and incorporating the real world into the unit will help fight and discourage the GOS. I want students to be interested in the topics and ask and think about them rather than just going through the motions of obtaining enough information to get through the unit and forget it all.
Developing an interest in a topic instead of "obtaining enough information." ... How did you support this in your unit plan?
I think that reading the GOS gave me a little more insight on what I really want my teaching philosophy final message to be. I have always said that my students don't have to love what I am teaching but should at least put an effort and try in what I am teaching. I think that is giving right into the game of school which I do not want at all. Yes, not all students need to love what I am teaching but I want them to understand the importance of it and to know why they must learn it and put effort into everything they do, and not just get by.
Nice reflection. I would say not to sell yourself short. Why shouldn't all your students love your subject. Will they? Maybe not, but convincing them that they should love your topic is a worth obsession. Lynn is an excellent model for this, so be sure to pick her brain!
In The Passionate Teacher, Ron Fried describes the Game of School (GOS) as what happens when teachers and students forsake intellectual work and instead engage in their classes as rituals. Take this opportunity to consider this chapter in light of some of the the other experiences that you've had this semester. What elements of the game of school are you seeing in your placements? How have you seen teachers fight the game of school in their classes? What similarities, if any, did you see between the descriptions of American classes in the Teaching Gap and the Game of School? Finally, what impact will this description of the GOS have on your own approach to teaching as expressed in your teaching philosophy?
I agree with the Game of School in the sense that as a student in High School I did try and take the easy way out in the things I was less interested in just to get the grade. But there comes a time in a students career when he or she really starts to enjoy a subject and will put in the effort to complete the assignments not just for a grade, but to learn. And as a teacher it is my job to make assignments that students what to do, and the learning will come whether the student notices it or not. I have seen the game of school played in my placement from teachers not feeling like teaching and showing a movie, or teachers looking the other way when something happens. Although in my last visit I heard teachers talking at the lunch table. And they love to talk and gossip, but I try and weed through all the garbage talk, and pick out the important things. For instance my CT was talking about how this teacher in the English or History department who was getting rewarded for being a boring robotic teacher to the books never deviating (a All-star in the Game of School). But my teacher said why cant they reward teachers like me who are not robotic, but try and do things to make students want to learn. Why cant they notice me for students showing up into my classroom and really enjoy being there. My CT fights the game of schools every day by finding things that interest her students. We did a friction lesson in physics, and it was the intro to the topic. She showed a 20 min myth busters video about how it is impossible to pull two interleaved phone books apart. The students enjoyed the video, and she proceeded to move into a small section of notes and the day was over. I was a good way of keeping students engaged and working.
Good point. It often takes extra work and planning to bring those experiences into the classroom.
I understand that I will play the Game of School throughout my career but it is almost impossible not to. But I want to make sure that I dont become an All-star, because students are very much a mimic of the teacher. If I can show students that I am fully engaged in the school, and they understand that I dont cut corners then hopefully they wont cut corners either. This is from my philosophy, I believe that if I am a good example then students will notice and fallow suit. In order to say away from the Game of School I must be diligent in producing lesson plans that not only give good information,but also foster hard work. Hard work doesnt have to be difficult it has to keep the students working, and it is best if students dont even notice they are doing it. Giving labs and activities that get them hands on in Chemistry is an example of this. In a lab situation they are strengthening their ability to think critically, and also keeps them going because it simulates students being actual scientists
I look forward to seeing some of the activities that you think will lead to learning without conscious effort.
In The Passionate Teacher, Ron Fried describes the Game of School (GOS) as what happens when teachers and students forsake intellectual work and instead engage in their classes as rituals. Take this opportunity to consider this chapter in light of some of the the other experiences that you've had this semester to answer at
least three of the following questions:
Often times in my placement you hear teachers talking in either the lunch room or privately to myself about how the NECAP testing and highstakes testing are rushing them through their curriculum. There is a lot of information that must be conveyed to students and in a timely manner so that students can do well on these exams. With so little time to concentrate on these topics individually, some teachers rush through the material whether students have fully absorbed the information or not. This also occurs with the students, I would say at even a higher rate than teachers. Students are aware that they have to get through certain courses in order to graduate and move on to college or another path. Its something that needs to be gotten through one way or another. This not only occurs on the high school level but just as often it seems on the college level. people want to graduate in order to make money and begin their lives. Many people see school as an obstacle or hurdle in their life that they must jump to continue. I think that the culture of school needs to change before any progress can be made. Its one thing to have a very inspiring teacher, but to actually have the students buy into that regimen is another creature.
The metaphor of education as a hurdle is an interesting one.
I have seen teachers fight the game of school in classes by engaging with other teachers about how to better their school, and how to convey a certain unit in a way that get students interested. Its a very tough thing to change the status quo. And to be honest Im having trouble finding ways that teachers are fighting this game. It can be very difficult to get students to care about actually learning the anatomy of a squid instead of just memorizing it for the quiz later in the week. However, while dissecting a squid students are definitely engaged and not just doing the bare minimum to get by, granted these are motivated kids, but I don't think it can be understated that giving students a hands on approach to learning makes them that much more actively engaged in the topic, whatever that may be.
Awkward silence?
I think this has really opened my eyes to the reality of the situation. I never really looked at school as a game and now that it is laid out before my I can clearly see that that is exactly what it is. Students look to get by with the least amount of effort given, and to some respects I believe that is how a lot of teachers feel as well. I am going to really work hard to change how this is currently in the field. I realize that I not only want my students to be engaged in the subject and for me to be engaging but, I also want to be actively engaged in the subject matter. If I am not 100% on board with the matter, It is that much harder to care about not playing the GOS.
Glad you've figured something out. Now how do you use your new-found perspective to redefine the "game" you will play with your students to reflect the best about school and learning?
In The Passionate Teacher, Ron Fried describes the Game of School (GOS) as what happens when teachers and students forsake intellectual work and instead engage in their classes as rituals. Take this opportunity to consider this chapter in light of some of the the other experiences that you've had this semester to answer at
least three of the following questions:
I see the Game of School playing out almost every day. Students are constantly trying to find the easiest way to get the required grade while putting in minimal effort. They don't put much intrinsic emphasis on the learning itself. One particular anecdote from my placement that comes to mind is when I was trying to help students do an outdoor ecology lab. In one group I was making suggestions to get more accurate and thorough results from their transect square, and one girl said incredulously, "Mr. White's picking on us!" Mr. Bruneau's retort (which made me feel pretty good!) was: "He's trying to get you to do your work and learn something!" Nice
The best way to fight the GOS in classes is to make your material interesting. Teach it in ways that keep them engaged. One of the most important things, I think, is to make the material interesting for YOU, the teacher. It's hard to convey excitement about something day after day if you aren't truly excited! And students are very perceptive; they'll know if you aren't engaged in the material either. the best way to engage students is to be engaged yourself. Good point.
Units should not just be chalk-and-talk. Although some note-taking is important in the higher grades as a baseline for learning content and developing skills that students going to college will need, the part that is going to make it all alive and relevant will be what happens when students are NOT taking notes. Excellent visuals, objects that show the content in action, group work that gets students up and outside their comfort zones, activities that blow students minds... these things will be the stuff of a great unit. If these types of things are incorporated, school won't be a game. Students will learn because they can't help but want to.
Personally, I think you should abandon the idea that Ss must take notes to prepare for college because the two learning environments are entirely different. Students learn by having experiences, connecting those experiences to concepts (often through interactive discussions with classmates and teachers), and then applying those concepts in an authentic, creative way.
The most important thing I'm taking away from the GOS discussion is the need for a teacher to be engaged in what their teaching - to find it intrinsically exciting themselves. The GOS isn't just a game students play - it's a game teachers can find themselves playing too if they're not careful. The experience should be just as worthwhile to the teacher as it is to the student if not more so. Finding ways to keep yourself engaged are first priority. If this is done right, the excitement you feel should be infectious enough to pass to most of your students.
Well put!